Date of Award
Open Access Dissertation
This action research study employed a mixed-methods design to examine the effect of technology strategies on secondary students’ engagement and development of geometry content knowledge in an eLearning setting. Seeking to understand student preferences of the technology tools, this two-week study was conducted during a geometry unit on quadrilaterals and employed the following technology tools: student response systems (SRS), computer-assisted instruction (CAI), gamification, and teacher-made screencasts. Quantitative data was collected on student engagement, the usefulness of the technology, and student self-efficacy through a Likert-scale survey after each day of using technology. Qualitative data were collected through purposeful interviews with students on engagement, perceived usefulness of the technology, and ease of use. All data were collected electronically through Canvas, an online learning management system, and all interviews were conducted through WebEx, a video conferencing system. The data were blended in a triangulation design. The results showed that students were most engaged with Khan Academy and the math video game. Students preferred both of these tools, as well ask Kahoot, to the other technology tools, while the teacher-made screencasts paired with Kahoot and Khan Academy were the most beneficial to their content knowledge development. The results also showed that students found the teacher-made screencasts the most beneficial to their self-efficacy in geometry. These insights informed an action plan to share the results of this study with my school district and colleagues, as well as inform my future research plans.
Knapp, A.(2020). Making eLearning Engaging: The Effect of Technology Strategies on Student Engagement and Content Knowledge Development in a Secondary Mathematics Digital Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6063